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Author: David Skidmore
Publisher: McGraw-Hill Education (UK)
ISBN: 0335227910
Category : Education
Languages : en
Pages : 156
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Book Description
Inclusion has been adopted as a policy goal in many countries. It is one of the buzzwords in education and a topic of much theoretical debate, often without allowing for real life in today’s schools. Bridging the gap between theoretical discussions and the real attitudes and experiences of teachers, this book: Features case studies of inclusion initiatives in English secondary schools Illustrates the complex nature of the school development process Describes teachers’ attitudes towards inclusion Challenges the idea that there needs to be consensus among school staff for inclusion to work. Inclusion: The Dynamic of School Development also examines the dominant influence of the discourse of deviance on the history of education policy in the West during the twentieth century. The book concludes by articulating an alternative vision of the relationship between education and society for education policy, pedagogy and the curriculum.
Author: David Skidmore
Publisher: McGraw-Hill Education (UK)
ISBN: 0335227910
Category : Education
Languages : en
Pages : 156
Get Book Here
Book Description
Inclusion has been adopted as a policy goal in many countries. It is one of the buzzwords in education and a topic of much theoretical debate, often without allowing for real life in today’s schools. Bridging the gap between theoretical discussions and the real attitudes and experiences of teachers, this book: Features case studies of inclusion initiatives in English secondary schools Illustrates the complex nature of the school development process Describes teachers’ attitudes towards inclusion Challenges the idea that there needs to be consensus among school staff for inclusion to work. Inclusion: The Dynamic of School Development also examines the dominant influence of the discourse of deviance on the history of education policy in the West during the twentieth century. The book concludes by articulating an alternative vision of the relationship between education and society for education policy, pedagogy and the curriculum.
Author: Kathryn C. Oleson
Publisher: Taylor & Francis
ISBN: 1000978028
Category : Education
Languages : en
Pages : 206
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Book Description
This powerful, practical resource helps faculty create an inclusive dynamic in their classrooms, so that all students are set up to succeed. Grounded in research and theory (including educational psychology, scholarship of teaching and learning, intergroup dialogue, and social justice theory), this book provides practical solutions to help faculty create an inclusive learning environment in which all students can thrive. Each chapter focuses on palpable ideas and adaptive strategies to use right away when teaching. The first chapter consider professors’ intersecting personal and social identities and their expectations for themselves and their students. Chapter 2 considers students’ backgrounds, including class, race, disability, and gender, and focuses on what students bring to the classroom, exploring their basic psychological needs of autonomy, competence, and belonging; their approaches to learning; and their self-doubts and uncertainties. Chapter 3 draws on universally-designed learning in combination with educational design rooted in social justice and multiculturalism to describe ways to design spaces in which students flourish academically. Two chapters focus on classroom dynamics. Chapter 4 primarily focuses on preparation for having difficult conversations in the classroom, considering how instructors can create a shared understanding between themselves and their students. Chapter 5 focuses on in-the-moment strategies to both create and manage discomfort about sensitive and controversial topics while supporting students of various social identities (such as gender, race, disability). In the closing chapter, the author integrates all the elements in the preceding chapters, and also presents more general college-wide programs to help faculty develop and improve their teaching.
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Adrian Ashman
Publisher: Pearson Australia
ISBN: 1486009573
Category : Education
Languages : en
Pages : 441
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Book Description
For special education courses in schools of early childhood, primary and secondary education. Education for Inclusion and Diversity 5e continues to build on the concept of inclusive curriculum and the diversity of learning needs. This Australian text gives students a broad understanding of the principles of inclusive education, and the ways in which teachers can accommodate the differing learning needs of their students. It has been written by experts in the field of inclusion and special needs education with the particular aim of teaching students how to apply the ideas that have been presented in each chapter.
Author: Nicole Eredics
Publisher: Brookes Publishing Company
ISBN: 9781681252247
Category : Education
Languages : en
Pages : 0
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Book Description
To create truly inclusive school and classroom environments, educators must be prepared to include all students--including students with intellectual disabilities, who are not always given the opportunity to be full participants in the classroom. This book provides an overview of the history of inclusion, the philosophy underlying inclusion, and the role that curriculum accommodations and modifications play in making inclusion possible. The author discusses four ways to modify curriculum for students working well below grade level: altering content, conceptual difficulty, educational goals, or instructional methods. She then provides 40 curriculum modification strategies, based on Robert Marzano's New Taxonomy of Educational Objectives, with directions for implementation and samples of student work.
Author: Mariane Hedegaard
Publisher: IAP
ISBN: 1641131713
Category : Education
Languages : en
Pages : 264
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Book Description
Traditional work on child development is often based on notions of an individual and decontextualized child. This volume involves a contribution to the rethinking of development: it presents a number of situated studies where children’s perspectives are documented through their interaction with others in situated practices, in family life and school and across social contexts. This volume offers a toolkit for analyzing children’s perspectives and participation over time. In prior work, the interview has often been seen as the cardinal method – or the only method – for studying children’s perspectives. This anthology includes vignettes and case studies, with descriptions of children’s actions in situated activity settings as well as illustrative transcripts from video-recorded social interaction. It opens up toward a broader view of ‘development’ in that it documents how children’s and youths’ perspectives and agency can be studied through their ways of interacting (or not interacting) in everyday life. One aspect of this is their verbal and nonverbal participation in family life and the social landscape of schools. Another feature is that it involves several chapters that problematize ‘impaired practices’ and dilemmas in the teaching of children with dysfunctions. The book as a whole is rich in empirical ethnographic examples that highlight life trajectories in and across social contexts. Moreover, it features interview data and narratives that include children’s and youths’ own reflections on their lives and experiences of the social demands of family and school. This includes their own thoughts on being or becoming members of local communities.
Author: Jonathan Rix
Publisher: Routledge
ISBN: 1317498917
Category : Education
Languages : en
Pages : 216
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Book Description
Must Inclusion be Special? examines the discord between special and inclusive education and why this discord can only be resolved when wider inequalities within mainstream education are confronted. It calls for a shift in our approach to provision, from seeing it as a conglomeration of individualised needs to identifying it as a conglomeration of collective needs. The author examines the political, medical and cultural tendency of current times to focus upon the individual and contrasts this with the necessity to focus on context. This book distinguishes the theoretical perspectives that are often associated with special or inclusive education and the broad range of interests which depend upon their ongoing development. This examination leads to a problematisation of mainstream education provision, our understanding of why social inequities emerge and how additional support can overcome these inequities. Further chapters explore the underlying challenges which emerge from our use and understanding of the notions of special and inclusive, outlining an alternative approach based upon a community of provision. This approach recognises the interconnectedness of services and the significance of context, and it encapsulates the aspiration of much international legislation for participation and inclusion for all. But it also assumes that we tend towards diffuse practices, services, policies, settings and roles, spread across provision which is variously inclusive and exclusionary. In seeking to create equitable participation for all, support needs to shift its focus from the individual to this diffuse network of contexts. Must Inclusion be Special? emerges from the research base which problematises inclusion and special education, drawing upon examples from many countries. It also refers to the author’s research into pedagogy, language and policy, and his experiences as a teacher and the parent of a child identified with special educational needs.
Author: African Union Commission
Publisher: OECD Publishing
ISBN: 926460653X
Category :
Languages : en
Pages : 284
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Book Description
Africa’s Development Dynamics uses lessons learned in the continent’s five regions – Central, East, North, Southern and West Africa – to develop policy recommendations and share good practices. Drawing on the most recent statistics, this analysis of development dynamics attempts to help African leaders reach the targets of the African Union’s Agenda 2063 at all levels: continental, regional, national and local.
Author: Schleicher Andreas
Publisher: OECD Publishing
ISBN: 9264858490
Category :
Languages : en
Pages : 62
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Book Description
The COVID-19 crisis has amplified the many inadequacies and inequities in education systems. As the future continues to surprise us, the importance of resilience, adaptability and fairness in education will only grow.
Author: Gary Thomas
Publisher: McGraw-Hill Education (UK)
ISBN: 0335233953
Category : Education
Languages : en
Pages : 196
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Book Description
This revised edition of a popular text offers students an updated and comprehensive overview across special education. It critically examines the intellectual foundations of special education and considers the consequences of their influence for professional and popular thinking about learning difficulties. The chapters place inclusion within a social and political context to highlight how concepts have been influences by theory and ideology across the years. The book offers guidance to students on specific issues such as reading and behavioural difficulties with theoretically grounded information. With a fresh chapter discussing current research, intersectionality and increased marketisation within education this book reflects the new landscape and legislation of special education. “Essential reading for anyone studying or working in either special or inclusive education… Few could build the case as well as Thomas and Loxley.” Melanie Nind, Professor of Education, University of Southampton, UK “Few books in the field of education merit the soubriquet 'must read'. This is one such." Philip Garner, Professor, Brunel University, UK “An absolute must-read for all of us committed to realising genuine inclusion within schools and society!” Jan Valle, The City College of New York, USA "Finishing your first reading of their book makes you realise that you must return to it, such is the richness of the analysis and reach of its detail. This is a tour de force, a line in the sand for all successive work in the field of inclusive education." Roger Slee, Diamond Jubilee Professor of Disability Studies, University of Leeds, UK
